Unnes Science Education Journal
This journal publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy, and preparation of science teachers with the aim to advance our knowledge of science education theory and practice
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<![CDATA[EFFECTIVE SELF-RELIANCE TEACHING MODEL USING VISUAL STORYTELLING FOR ELEMENTARY STUDENTS IN INDONESIA ]]>
<![CDATA[Mujahidin, Endin]]>;
<![CDATA[Ruhenda, Ruhenda]]>;
<![CDATA[Nasution, Syamsuddin Ali]]>
<![CDATA[ Unnes Science Education Journal Vol 7 No 2 (2018): July 2018 ]]>
Publisher : <![CDATA[Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia ]]>
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DOI: 10.15294/usej.v7i2.22091
<![CDATA[The aim of this study was to design the visual storytelling teaching model addressed to self-reliance and implement it for increasing self-reliance of elementary students. This self-reliance study was focused on three main parameters which were self-command in daily activities, self-confidence and self-decision. This study was performed by survey, teaching materials designing and teaching delivery method implementation. The developed teaching materials were serial stories in animated pictures. Self-reliance was classified in three categories which were very good, good and enough. The result showed that average score of self-reliance of 1,805 students (from 6 schools) for three parameters above was in enough categories. After coaching by storytelling teaching model that involved 287 students and 12 teachers, the score of self-reliance were come up into good categories. The score increased 1.00 and 0.79 point for younger and older class respectively. This visual storytelling strategy was effective for self-reliance development in Indonesia and teachers should be involved intensively more than delivering only. Materials developed in this study are recommended to be applied as co-curricular activities or introduce in regular curriculum.The beneficial of this study is information on the importance of interesting teaching method and role of teacher in building self-reliance.]]>
<![CDATA[CORRECTING STUDENTS’ MISCONCEPTION IN ACID AND BASE CONCEPT USING PDEODE INSTRUCTION STRATEGY ]]>
<![CDATA[Lathifa, Ulya]]>
<![CDATA[ Unnes Science Education Journal Vol 7 No 2 (2018): July 2018 ]]>
Publisher : <![CDATA[Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia ]]>
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DOI: 10.15294/usej.v7i2.23202
<![CDATA[This study aimed (1) to calculate the percentage of students who understand concepts, having misconceptions, and don’t understand concepts, (2) to identify students’ misconceptions of acid and base concept, and (3) to test the effectiveness of PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) instruction strategy in correcting students’ misconceptions of acid and base concept. This research uses descriptive and pre-experimental one-group pretest-posttest design. The sample consisted of 37 students of 11th grade IPA 4 MAN 1 Kudus. The misconceptions are identified using modified CRI (Certainty of Response Index) techniques and explored through semistructured interviews to get deep informations. The effectiveness of PDEODE instruction strategy was determined from the analysis of paired samples t-test. The results of this study are: (1) the level of students’ misconception of acid and base concept changed significantly after was repaired by PDEODE instruction strategy and (2) there were 45 kinds of students’ misconceptions of the subconcepts: characteristics of acids and bases, acid and base theories, strength of acid and base, neutralization reaction, and pH of solution]]>
<![CDATA[THE ANALYSIS OF EFFECTIVENESS OF LABORATORY USE TOWARD PHYSICS LEARNING RESULT ]]>
<![CDATA[Ula, Sidratil]]>;
<![CDATA[Safitri, Rini]]>;
<![CDATA[Saminan, Saminan]]>
<![CDATA[ Unnes Science Education Journal Vol 7 No 2 (2018): July 2018 ]]>
Publisher : <![CDATA[Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia ]]>
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DOI: 10.15294/usej.v7i2.23219
<![CDATA[Curriculum 2013 demands physics teachers to use laboratory in supporting the teaching and learning process at school, through laboratory students can apply the theory of physics concretely. The purpose of this study is to find out the effectiveness of laboratory in physics subject at senior high schools in Banda Aceh. This study used descriptive quantitative approach with surveying method. The population of this study is all senior high schools in Banda Aceh and the sample is 6 schools, 140 students and 6 teachers and laboratory chief, the sample was chosen using random stratified disproportionate sampling technique which was categorized based on the school accreditation. The technique used in data collection was questionnaire and observation sheet. The data analysis was done using descriptive technique with percentage formula. The result shows that the effectiveness of the use of laboratory toward physics subject learning at senior highschools in Banda Aceh is in the category less effective (56,78%). The indicator percentage in input is 59,23 and in process is 57,67 with “enough†category, while the output is 53,43 with “less effective†category.]]>
<![CDATA[THE CORRELATION OF PROSPECTIVE TEACHERS’ TENDENCY OF CRITICAL THINKING AND THEIR CRITICAL THINKING SKILLS TOWARDS THEIR LEARNING OUTCOMES ]]>
<![CDATA[Andayani, Yayuk]]>
<![CDATA[ Unnes Science Education Journal Vol 7 No 2 (2018): July 2018 ]]>
Publisher : <![CDATA[Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia ]]>
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DOI: 10.15294/usej.v7i2.23226
<![CDATA[This research employs Ex Facto approach to analyse the relation between prospective teachers’ critical thinking tendency (CTT) and their critical thinking skills (CTS) towards their learning outcome. The subject of this research the fifth semester students of Chemistry Education, Faculty of Teaching, Universitas Mataram academic year of 2017/2018. The research focuses on the teaching of Chemical Physics III subject to 40 people who are chosen under purposive sampling method. The variable of attribute is the use of project-based learning and CTT while the dependent variable is the CTS and students’ learning outcome. The data of CTT were obtained through questionnaires focusing on the matter while the students’ CTS and learning outcome were measured using essay tests. The analysis of the data utilizes Pearson correlation test. The result of the test showed significant relevance between CTT and CTS (rcount ; 0.341 > rtable ;0.312). Meanwhile, the total of CTT and learning outcome do not show significant coexistence (rcount ; 0.096 < rtable ;0.312), even though the indicator of open-mindedness displayed a significant coherence to learning outcome (rcount ; 0.449 > rtable ;0.312). Based on the result, to sum up, there is a significant relation between critical thinking tendency and critical thinking skills.]]>
<![CDATA[The THE ANALYSIS OF THINKING STYLE AND CONFIDENCE LEVEL IN SOLVING PHYSICS PROBLEMS ]]>
<![CDATA[Rahayu, Ria]]>;
<![CDATA[Saminan, Saminan]]>;
<![CDATA[Mursal, Mursal]]>
<![CDATA[ Unnes Science Education Journal Vol 7 No 2 (2018): July 2018 ]]>
Publisher : <![CDATA[Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia ]]>
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DOI: 10.15294/usej.v7i2.23266
<![CDATA[The ability to solve problems is a vital part to be developed for students in the teaching and learning process. The objective of this research was to identify different stages of ability in solving physics problems regarding thinking styles and confidence level and the correlation between the two variables and the ability to solve physics problems. A quantitative method with the cross-sectional design was used in this research. All of the second-grade students in natural science program of State Senior High School 5 Banda Aceh ware the population members while 30 students ware chosen as the samples by using random sampling technique. A test measuring the ability to solve physics problem and a questionnaire measuring thinking style and confidence level of the students ware used as the research instruments. The data that had been collected ware then analyzed by using one way ANOVA test. The results indicated that there was a significant difference in the ability to solve physics problems regarding thinking style and confidence level of the students. Moreover, it was also found that there was a correlation between the two variables and the ability to solve the physics problem.]]>
<![CDATA[THE INFLUENCE OF GUIDED INQUIRY LEARNING ASSISTED FLASH APPLICATION ON ELECTROLYTE SOLUTION MATERIALS AGAINST THE RESULTS OF STUDENTS ]]>
<![CDATA[Dewi, Ratna Kumala]]>;
<![CDATA[Haryani, Sri]]>;
<![CDATA[Wardani, Sri]]>
<![CDATA[ Unnes Science Education Journal Vol 7 No 2 (2018): July 2018 ]]>
Publisher : <![CDATA[Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia ]]>
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DOI: 10.15294/usej.v7i2.23273
<![CDATA[This study aims to determine how much influence of guided inquiry learning assisted flash application on electrolyte solution materials to the results of student class X learning in SMA Negeri 8 Semarang. This research method using an experimental method. The sampling technique used cluster random sampling technique. Method of data collection was done with documentation to find out the population, questionnaire for student responses, test (pretest and posttest), and observation to assess aspects of affective and psychomotor learning outcomes. Hypothesis test used in this research is an analysis of influence between variables, a test of difference of two means, and coefficient of determination. The result of different test of two mean value of posttest tcount is 6.68 more than ttable 1.995 with dk = 70 and 5% significance level mean that experiment class learning result is higher than control class. Implementation of guided inquiry learning model with flash application contributes 64% of student learning outcomes. Display of flash application using Software Adobe Flash CS 6. Based on the results of research, can be concluded that guided inquiry learning assisted flash application has a positive effect on student learning outcomes in SMA Negeri 8 Semarang on the material of electrolyte and nonelectrolyte solution.]]>
<![CDATA[PROCEDURAL E-SCAFFOLDING IN IMPROVING STUDENTS’ PHYSICS PROBLEM SOLVING SKILLS ]]>
<![CDATA[Saman, Muhammad Iqbal]]>;
<![CDATA[Koes-H, Supriyono]]>;
<![CDATA[Sunaryono, Sunaryono]]>
<![CDATA[ Unnes Science Education Journal Vol 7 No 2 (2018): July 2018 ]]>
Publisher : <![CDATA[Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia ]]>
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DOI: 10.15294/usej.v7i2.23290
<![CDATA[The purpose of this study was to design scaffolding that is connected to an ICT system (e-scaffolding) which was implemented with blended learning to improve students’ physics problem solving skills (PSS). The research method used is Borg & Gall research method and the effectiveness test used is T-test in analyzing whether there are differences physics PSS in the experimental and control classes. This article describes scaffolding systems that focus in procedural types which using prompt questions and facts found during the implementation of this product. The results showed that the developed e-scaffolding was appropriate to be used for several examinations after being evaluated by experts and practitioners. In a limited implementation, e-scaffolding has proven not to be out of the social constructivist scope and adapted to the actual abilities of students. At effectiveness test, e-scaffolding is able to connect between students in solving problems both in synchronous and asynchronous collaboration. In addition, e-scaffolding is able to split problem categories that students are experts and beginners, giving shape to performance and increasing students’ physics PSS. So, it can be concluded that e-scaffolding has been successfully developed. Suggestions for further research have been presented in this article.]]>
<![CDATA[PEDAGOGICAL CONTENT KNOWLEDGE DEPELOPMENT OF SCIENCE PROSPECTIVE TEACHERS IN PROFESSIONAL PRACTICE PROGRAM ]]>
<![CDATA[Rochintaniawati, Diana]]>;
<![CDATA[Widodo, Ari]]>;
<![CDATA[Riandi, Riandi]]>;
<![CDATA[Herlina, Lina]]>
<![CDATA[ Unnes Science Education Journal Vol 7 No 2 (2018): July 2018 ]]>
Publisher : <![CDATA[Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia ]]>
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DOI: 10.15294/usej.v7i2.23291
<![CDATA[The study of “Pedagogical Content Knowledge Development of Science Prospective Teachers in Professional Practice Program†was conducted in one junior high school located in Bandung. The purpose of the study was to analyze the level and pattern of science prospective teachers’ PCK development as measured by CoRe. The study involved students who enrolled professionals practice program. Mixed methods, quantitative and qualitative research was utilized as a method in the study. Data collected by the coding and scoring of the CoRe instruments were analyzed quantitatively; and data gained from observation, documentation, and interviews were analyzed qualitatively. The results showed that the PCK of prospective teachers are in the maturing PCK (level 3) and growing PCK (level 2). There are two patterns of PCK development showed by prospective teachers i.e. rising and fluctuative. The prospective teachers who are in the mature PCK show the pattern of rising, whereas prospective teachers who are in the growing PCK show fluctuative pattern. The study reveals that external and internal factors influenced the development of PCK. The pattern of guidance, lesson study activities, and intensity guidance are external factors that influenced the pattern of prospective students’ PCK development. Psychological effect that exists between teachers and students, the motivation of self to expand the horizons of knowledge, communication skills, and teaching experiences are the internal factors that influenced the development of prospective teacher PCK. The study suggests that the development of prospective teachers PCK in the program can be improved when supervisor and prospective teachers put consideration to those internal and external factors that influence the development of PCK.]]>
<![CDATA[THE ROLE OF KNOWLEDGE MASTERY AND SCIENCE PROCESS SKILLS TO INCREASE THE SCIENTIFIC CREATIVITY ]]>
<![CDATA[Zulkarnaen, Zulkarnaen]]>;
<![CDATA[Supardi, ZA Imam]]>;
<![CDATA[Jatmiko, Budi]]>
<![CDATA[ Unnes Science Education Journal Vol 7 No 2 (2018): July 2018 ]]>
Publisher : <![CDATA[Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia ]]>
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DOI: 10.15294/usej.v7i2.23320
<![CDATA[The purpose of this research is to know how big the role of mastery of knowledge and science process skills to improve scientific creativity, using C3PDR teaching model, that is teaching model that encourage and utilize knowledge mastery, science process skill, creative thinking technique and motivation to improve student's scientific creativity. The data used are the results of pre-test and post-test of: the mastery of knowledge, scientific process skills and scientific creativity, as a result of the implementation of the model conducted in the 2015/2016 learning year. The sample of this research is 160 students of 8th grade divided into 5 classes in two schools in Samarinda city. The magnitude of the role is expressed by the coefficient of determination (r2) and the probability value (p). Scores of the mastery of knowledge, scientific process skills and scientific creativity are grouped into 5 levels. Data were analyzed using Kendall Tau test b. The results showed: 1) mastery of knowledge plays a significant role to increase of scientific creativity by 30% indicated by the mode r2> 0.3 and p mode <0.0001, in the weak category, 2) the science process skills play a significant role of 20% indicated by the mode r2> 0.20 and p mode <0.0001, in the weak category. Mastery of knowledge that plays a role in scientific creativity is the mastery of knowledge more broadly and in more detail. The science process skills that plays a role in scientific creativity is of determining the variables. How the role of mastery of knowledge and skills of scientific processes in enhancing scientific creativity is discussed in this article.]]>
<![CDATA[THE EFFECTIVENESS OF INVITATION INTO INQUIRY MODEL TO STUDENTS’ CRITICAL THINKING SKILLS IN DIFFRACTION GRATING MATERIAL ]]>
<![CDATA[Setiawan, Puji Agus]]>;
<![CDATA[Nugroho, Sunyoto Eko]]>;
<![CDATA[Marwoto, Putut]]>
<![CDATA[ Unnes Science Education Journal Vol 7 No 2 (2018): July 2018 ]]>
Publisher : <![CDATA[Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia ]]>
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DOI: 10.15294/usej.v7i2.23362
<![CDATA[It is a fact that physics is related to the application of physic formulas and mathematic approach. Invitation into inquiry is a learning model which emphasizes on the solution of daily problem. This research aims to unveil the influence of invitation into inquiry model to students’ critical thinking skills. In this research, the researcher employed mixed methods design by combining quantitative and qualitative approaches. The subject of the research is the XII grade students of SMA Negeri 2 Blora, academic year 2017/2018. The collection of the data were in the sequence of observation, tests, interview, and questionnaire. The result of the research found that the t-test obtained the significance of 0.02 or t_count<t_table. The most influencing indicator of critical thinking is in the ability of making hypothesis where it had the biggest gap of N-gain. The conclusion of this research showed that the model of invitation into inquiry had positive influence to students’ critical thinking skills.]]>
